The contribution of linguistics to history education
The objective of this article is to review the main contributions of linguistics to the teaching of history and to evaluate its contributions to the ield. More speciically, the themes of historical writing and interactions in the history class will be dealt with. At present, knowledge systems and di...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2018
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| Online Access: | https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7449 |
| _version_ | 1801706385540382720 |
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| author | Henríquez, Rodrigo Fernando Fuentes Cortés, Miguel |
| author_facet | Henríquez, Rodrigo Fernando Fuentes Cortés, Miguel |
| author_sort | Henríquez, Rodrigo Fernando |
| collection | OJS |
| description | The objective of this article is to review the main contributions of linguistics to the teaching of history and to evaluate its contributions to the ield. More speciically, the themes of historical writing and interactions in the history class will be dealt with. At present, knowledge systems and disciplines are more open to inter- and trans-disciplinary dialog. In this context, linguistics, a science that specializes in language, has permitted the study of how scientiic communities read and write in order to build their knowledge. In the case of history teaching in schools, the contributions of linguistics are varied; among them, the explicit ways in which history is taught and learned through the mediation of language. For this, different references are presented, such as the school of Sydney, Australia; Caroline Cofin, in the United Kingdom; Mary Schleppegrell, in the United Stated, and Teresa Oteíza, Mariana Achugar and the Urdimbre group in Latin America. In reviewing some works by these authors, we provide a panoramic view of some of the focuses that linguistic research in the teaching of history has had in the west to date. It is expected that this article will motivate interdisciplinarity and creativity to employ the language in our history classes. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-7449 |
| institution | Revista Historia Y Memoria |
| language | spa |
| publishDate | 2018 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-74492023-11-27T19:40:36Z The contribution of linguistics to history education Aportes de la Lingüística a la Educación Histórica Contribution de la linguistique à l’éducation historique Henríquez, Rodrigo Fernando Fuentes Cortés, Miguel history teaching; linguistics; historical writing; classroom interaction; enseñanza de la historia lingüística escritura histórica interacción en el aula The objective of this article is to review the main contributions of linguistics to the teaching of history and to evaluate its contributions to the ield. More speciically, the themes of historical writing and interactions in the history class will be dealt with. At present, knowledge systems and disciplines are more open to inter- and trans-disciplinary dialog. In this context, linguistics, a science that specializes in language, has permitted the study of how scientiic communities read and write in order to build their knowledge. In the case of history teaching in schools, the contributions of linguistics are varied; among them, the explicit ways in which history is taught and learned through the mediation of language. For this, different references are presented, such as the school of Sydney, Australia; Caroline Cofin, in the United Kingdom; Mary Schleppegrell, in the United Stated, and Teresa Oteíza, Mariana Achugar and the Urdimbre group in Latin America. In reviewing some works by these authors, we provide a panoramic view of some of the focuses that linguistic research in the teaching of history has had in the west to date. It is expected that this article will motivate interdisciplinarity and creativity to employ the language in our history classes. El objetivo del presente artículo es reseñar los principales aportes de la lingüística a la enseñanza de la historia y evaluar su aporte al campo. De forma más específica, abordaremos las temáticas de la escritura histórica y las interacciones en la clase de historia. En la actualidad el conocimiento y las disciplinas están cada vez más abiertas al diálogo inter y transdisciplinario. En este contexto, la lingüística, ciencia conocedora del lenguaje, ha permitido estudiar los como las comunidades científicas leen y escriben para construir su conocimiento. En el caso de la enseñanza de la historia en la escuela son variados los aportes de la lingüística. Entre ellos, hacer explícitas las formas de cómo la historia se enseña y se aprende desde las mediaciones del lenguaje. Para ello, se exponen algunos referentes como escuela de Sidney en Australia, Caroline Coffin, en Reino Unido, Mary Schleppegrell en Estados Unidos, y Teresa Oteíza, Mariana Achugar, y el grupo Urdimbre en Latinoamérica. Al reseñar algunas obras de estos autores estamos dando una cuenta panorámica de algunos de los focos que han tenido las investigaciones lingüísticas en la enseñanza de la historia en occidente hasta la fecha. Esperamos con este artículo motivar la interdisciplina y la creatividad para ocupar el lenguaje en nuestras clases de historia. Dans cet article nous nous proposons de rendre compte des principaux apports de la linguistique aux enseignements de l’histoire et d’en évaluer leur signiication. Nous étudierons deux sujets précis : l’écriture historique et les interactions dans les cours d’histoire. Actuellement, les différentes branches du savoir sont de plus en plus ouvertes aux dialogues inter et transdisciplinaire. Dans ce contexte, la inguistique, science consacrée à l’étude du langage, a permis de comprendre comment les communautés scientiiques lisent et écrivent pour construire leurs connaissances. Dans le cas de l’enseignement de l’histoire dans le primaire, la linguistique a fait des contributions variées. Parmi elles, il convient de souligner celle de rendre explicite les manières dans lesquelles l’histoire est enseignée et apprise à partir des médiations linguistiques. Pour cela, nous parcourons les apports de l’école de Sidney en Australie, Caroline Cofin, au Royaume Uni, Mary Schleppegrell aux Etats-Unis, et Teresa Oteíza, Mariana Achugar, et le groupe Urdimbre en Amérique Latine. Il s’agit d’offrir une vision panoramique de certains champs des recherches linguistiques en ce qui concerne l’enseignement de l’histoire en Occident jusqu’à nos jours. Nous espérons que cet article incitera des expériences interdisciplinaires et des usages créatifs du langage dans les cours d’histoire. Universidad Pedagógica y Tecnológica de Colombia 2018-08-14 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/xml https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7449 10.19053/20275137.n17.2018.7449 Historia Y Memoria; No. 17 (2018): The teaching of history ; 219-250 Historia Y Memoria; Núm. 17 (2018): Julio- Diciembre 2018. La enseñanza de la historia ; 219-250 Historia Y Memoria; No 17 (2018): L’enseignement de l’histoire; 219-250 2322-777X 2027-5137 spa https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7449/6741 https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7449/7390 Derechos de autor 2018 Historia Y MEMORIA |
| spellingShingle | history teaching; linguistics; historical writing; classroom interaction; enseñanza de la historia lingüística escritura histórica interacción en el aula Henríquez, Rodrigo Fernando Fuentes Cortés, Miguel The contribution of linguistics to history education |
| title | The contribution of linguistics to history education |
| title_alt | Aportes de la Lingüística a la Educación Histórica Contribution de la linguistique à l’éducation historique |
| title_full | The contribution of linguistics to history education |
| title_fullStr | The contribution of linguistics to history education |
| title_full_unstemmed | The contribution of linguistics to history education |
| title_short | The contribution of linguistics to history education |
| title_sort | contribution of linguistics to history education |
| topic | history teaching; linguistics; historical writing; classroom interaction; enseñanza de la historia lingüística escritura histórica interacción en el aula |
| topic_facet | history teaching; linguistics; historical writing; classroom interaction; enseñanza de la historia lingüística escritura histórica interacción en el aula |
| url | https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7449 |
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